Making the Black Box of Collaborative Learning Transparent: Combining Process-Oriented and Cognitive Load Approaches     

Jeroen Janssen  Femke Kirschner  Gijsbert Erkens  Paul A. Kirschner  Fred Paas 《Educational Psychology Review》2010,22(2):139-154

Traditional research on collaborative learning employs a “black box” approach that makes it difficult to gain a deeper understanding of the differential effects of collaborative learning. To make the black box transparent, researchers have studied the process of collaboration, in order to establish which interaction features are likely to make learning more effective and efficient for group members. Although cognitive load theory has been developed in the context of individual learning situations, it may provide a promising new way of looking inside the black box, assuming that students working in groups have more processing capacity than students working individually. The aim of this article is to provide an overview of the process-oriented and cognitive-load approaches to conducting collaborative learning research, to highlight their respective advantages and disadvantages, and to suggest how they can be combined in order to address new research questions.  相似文献   

Observational learning from animated models: effects of studying–practicing alternation and illusion of control on transfer     

Pieter Wouters  Fred Paas  Jeroen J. G. van Merri?nboer 《Instructional Science》2010,38(1):89-104

Animated models explicating how a problem is solved and why a particular method is chosen are expected to be effective learning tools for novices, especially when abstract cognitive processes or concepts are involved. Cognitive load theory was used to investigate how learners could be stimulated to engage in genuine learning activities. It was hypothesized that illusion of control would impede transfer performance compared to a condition without illusion of control. Moreover, we hypothesized that learners who first studied an animated model and then solved the same problem would perform better on transfer than learners who studied the same animated model twice or who first solved the problem and then studied the animated model. In a 2 × 3 factorial experiment (N = 90) with the factors illusion of control (yes vs. no) and instruction method (study–practice, practice–study, study–study) only the first hypothesis was confirmed. Implications for the design of animated models are discussed.  相似文献   

The design way     

Jeroen van Merriënboer 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(1):117-118

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Stakeholder perspectives on citation and peer-based rankings of higher education journals     

Wilkins  Stephen  Huisman  Jeroen 《Tertiary Education and Management》2015,21(1):1-15

The purpose of this article is to identify and discuss the possible uses of higher education journal rankings, and the associated advantages and disadvantages of using them. The research involved 40 individuals - lecturers, university managers, journal editors and publishers - who represented a range of stakeholders involved with research into higher education. The respondents completed an online questionnaire that consisted mainly of open questions. Although clear support for or opposition to journal rankings was split about equally, over two-thirds of the respondents reported having used or referred to a journal ranking during the previous 12 months. This suggests wide acceptance of the use of journal rankings, despite the downsides and problematic nature of these rankings being clearly recognised. It raises the question why the very diverse field of higher education does not show more resistance against the rather homogenising instrument of journal rankings.

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论问题解决与教学促进     

毛伟 《远程教育杂志》2014,(6)

大多数教育工作者都认为问题解决很重要,但是他们对什么是问题解决持有不同观点,在怎样教给学生问题解决的本领上也没有达成一致意见。各种不同观点主要集中于将问题解决视为教育目标、教育方法以及技能训练之间的差异问题上。其一,目标型问题解决不应只限于良构问题解决,而应该延伸到现实问题解决;其二,对初学者来说,方法型问题解决有其明显的局限性,给予这些学习者足够帮助,对于培养他们的问题解决能力具有重要作用;其三,技能型问题解决不应被看作是只在培养专长过程的初期才会出现,而应被视为在系统1模式与系统2模式中平行发展的一个过程。总结以上观点,综合学习设计模式完全可以用来促进此三种类型的问题解决,并其本回答了问题解决最好应该怎样教的问题。  相似文献   

Treading new ground in household sector innovation research: Scope,emergence, business implications,and diffusion     

Jeroen P.J. de Jong  Shiko M. Ben-Menahem  Nikolaus Franke  Johann Füller  Georg von Krogh 《Research Policy》2021,50(8):104270

Individual consumers in the household sector increasingly develop products, services and processes, in their discretionary time without payment. Household sector innovation is becoming a pervasive phenomenon, representing a significant share of the innovation activity in any economy. Such innovation emerges from personal needs or self-rewards, and is distinct from and complementary to producer innovations motivated by commercial gains. In this introductory paper to the special issue on household sector innovation, we take stock of emerging research on the topic. We categorize the research into four areas: scope, emergence, implications for business, and diffusion. We develop a conceptual basis for the phenomenon, introduce the articles in the special issue, and show how each article contributes new insights. We end by offering a research agenda for scholars interested in the salient phenomenon of household sector innovation.  相似文献   

Cultural Transmission and Inter-generational Interaction     

Jeroen Dekker 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2001,21(2):77-95

A number of educationists have attacked the concept of cultural transmission as being unable to cover adequately the complex process of interaction that takes place in education. This attack poses a serious challenge to educational research, which generally assumes that cultural transmission has an important place in the educational process. Should this assumption prove to be unfounded, the foundations of educational research would be undermined. This article defends the concept of cultural transmission against the three main criticisms that have been levelled against it, and concludes that it remains a valuable one for educational researchers.  相似文献   

Teachers’ beliefs systems about improving transfer of algebraic skills from mathematics into physics in senior pre-university education     

Süleyman Turşucu  Jeroen Spandaw  Steven Flipse  Geurt Jongbloed  Marc J. de Vries 《International Journal of Science Education》2018,40(12):1493-1519

Senior pre-university education (SPE) students experience difficulties applying mathematics to physics. This paper reports the outcome of an online explorative quantitative study of teachers' belief systems about improving transfer of algebraic skills from mathematics into physics, conducted among 503 mathematics and physics teachers working in SPE. We used a questionnaire with 16 beliefs about improving transfer, and asked teachers to select a top 5 and distribute 50 points among them. We used agglomerative hierarchical clustering to cluster qualified SPE teachers with more than 10 years of teaching experience. We found 3 large clusters, each containing naïve and desirable beliefs about transfer. These clusters turned out to be rather coherent sets of beliefs. Hence, these clusters can be interpreted as belief systems, to a certain extent justifying Ernest's [(1991). The philosophy of mathematics education. London: Falmer.] idea to cluster teachers based on their belief systems. We found relations between our groups and those of Ernest. Since naïve beliefs turn out to be weak in each cluster, science teacher educators can help science teachers to change their harmful naïve beliefs, into desirable transfer enhancing beliefs. Furthermore, we discuss some implications of our results for science teacher educators, curricula, teachers and textbooks.  相似文献   

Teacher design teams as a strategy for professional development: the role of the facilitator     

Heleen Becuwe  Jo Tondeur  Natalie Pareja Roblin  Jeroen Thys  Els Castelein 《Educational Research and Evaluation》2016,22(3-4):141-154

ABSTRACT

The goal of the current study was to explore the role and importance of the facilitator in teacher design teams. The study took place in the context of a pre-service teacher education institution in Belgium, where teacher design teams were set up to facilitate the professional development of teacher educators. The findings from focus-group discussions with team members and semi-structured interviews with facilitators confirm that the perceived importance of a facilitator depends on several factors, such as team characteristics and the design phase. Moreover, we found that a facilitator can fulfil three roles in a dynamic way: (a) providing logistic support, (b) scaffolding the design process, and (c) monitoring the design process. The discussion centres on how these results can be used to support facilitators for successful Teacher Design Teams.  相似文献   

Applying collaborative cognitive load theory to computer-supported collaborative learning: towards a research agenda     

Janssen  Jeroen  Kirschner  Paul A. 《Educational technology research and development : ETR & D》2020,68(2):783-805

Educational technology research and development - Research on computer-supported collaborative learning (CSCL) has traditionally investigated how student-, group-, task-, and technological...  相似文献